Section outline

  • EXPLORE / TŪHURA

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:


    We are EXPLORING by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text.

    We are EXPLORING on classifying paragraphs using the PEEL structure.

    We are FOCUSING on visual devices by explaining the effects of conventions in a written/visual text.


                                                                                              Success Criteria:


    • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
    • I can categorise my ideas into paragraphs with clear ideas and following a writing frame e.g. TEXAS, PEDAL, etc.
    • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.


                                                                                       Achievement Objectives:

    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

    Week 6 Learning Activities                                                                                             


                                                                                                  Monday

    • Watch the following about analysing visual images and information.
    • Look at the image (right) on slide 27 of the "Visual Devices Slideshow" and write about how it shows water confidence. Write about which visual devices from slides 5 to 25 are used for the image. Also, write about how it shows the features of a static image on slide 3.
    • Then on slide 29 you will see a picture of the Mad Hatter’s Tea Party from “Alice In Wonderland.” Then on slide 30 you will see a colour chart of all the different colours which you may not have heard of. Describe the colours you see in the picture as well as the visual devices that the artist has used which are stated from slides 5 to 25 to make the picture appealing. Write your opinion of whether it is an appealing image to you or not and why.
    • See the advertising slogan for promoting water safety below:

    “Learn to float for your life because nobody is unsinkable when in the water.”

    Then draw a picture which represents it. If you want to create your own slogan that is fine but draw the picture for it too.

    • Finally, create a slideshow of different images which show water safety for each of the visual devices from slides 5 to 25. Then write in your English books how each of the visual devices are being shown.


                                                                                             Thursday


    • Watch the following about paraphrasing the question.
    • On slide 7 of the "PEEL Paragraphs Slideshow" you will see a paragraph from a fictional story. Write the PEEL sentences from the paragraph into your English books and then write a paragraph of your own creative story. Also, indicate which of the PEEL sentences are from the paragraph you just wrote.
    • On slide 9 of the "PEEL Paragraphs Slideshow" you will see a an extract from a fictional story. There are paragraphs within the extract but they are not shown. Indicate where the paragraphs should be in the story and then write if it is a better story if there are paragraphs in there or not.
    • Using the PEEL paragraph structure write an information report about how to be confident when in the water.


                                                                                                    Friday


    • You will first watch the following about the ocean coughing up death.
    • Then you will read "Seahorse And The Reef Ihimaera.PDF."
    • Finally, you will answer the questions of "Seahorse And The Reef."